Two-Way Immersion in Biel/Bienne, Switzerland: Multilingual Education in the Public Primary School Filière Bilingue (FiBi)

Table Of Contents

• Cover
• Title
• Copyright
• About the author
• About the book
• This eBook can be cited
• Foreword by Prof. Dr. em. Jean-Paul Narcy-Combes (Université Sorbonne Nouvelle, Paris 3)
• Acknowledgments
• Contents
• Abstract
• Introduction
• Purpose of the Study
• Research Context
• Initial Questions
• Significance of the Study
• Part One Theoretical Background
• 1 Perspectives on Language, Language Ability and Various Models of Bilingualism
• 1.1 Foundational Issues
• 1.1.1 Social Constructivism
• 1.1.2 General Interactive Processing Theories
• 1.1.3 Connectionism and Emergentism
• 1.1.4 Structural vs. Mentalist Conception of Language
• 1.1.5 From a Dynamic Systems Theory (DST) to a Dynamic Model of Multilingualism (DMM)
• 1.2 A Dynamic Interactive Processing Conceptualization of Language
• 1.3 Defining Language Ability or Proficiency
• 1.3.1 Relative Levels of Language Ability, or Proficiency, in the Two Languages of Schooling
• 1.3.2 Ways to Quantify Oral Proficiency in Emergent Multilingual FiBi Speakers
• 1.3.2.1 Comparison of Oral Proficiency in the Registration Language of FiBi Cohorts 2010, 2011 and 2012 (Between-Speaker Comparisons)
• 1.3.2.2 FiBi Speakers’ Oral Proficiency in Their Registration Language as Compared to Their Partner Language (Within-Speaker Comparisons)
• 1.3.2.3 Oral Proficiency of French/German Bilinguals of FiBi Compared to Other FiBi Students (Between-Speaker Comparisons)
• 1.4 Different Models of Bilingualism
• 1.4.1 Bilingualism as Dual
• 1.4.2 Bilingualism as Dynamic
• 1.4.3 Beyond Bilingualism: A More Holistic Approach with a Focus on Multilingualism
• 2 Multilingual Development and Two-Way Immersion Education
• 2.1 Towards a Definition of Multilingualism
• 2.2 The Individual vs. Societal Dimension of Multilingualism
• 2.3 The Proficiency vs. Use Dimension of Multilingualism
• 2.4 Adopting a More Holistic View on Multilingual Development
• 2.4.1 Engaging in Multilingual Discourse Practices: From Languaging to Translanguaging
• 2.4.2 Critics of the Translanguaging Concept: Strong and Weak Version of Translanguaging
• 2.4.3 Translanguaging (Strong Version) for Communicative Purposes: Four Categories
• 2.4.3.1 Translanguaging to Mediate Understandings
• 2.4.3.2 Translanguaging to Co-Construct and Construct Meaning
• 2.4.3.3 Translanguaging to Include
• 2.4.3.4 Translanguaging to Exclude
• 2.5 Defining Two-Way Immersion Education Programs
• 2.5.1 Defining Two-Way Immersion Education
• 2.5.2 A Review of Research on Two-Way Immersion Students’ Oral Proficiency
• Part Two Empirical Study
• 3 Research Design
• 3.1 Context of the Study
• 3.1.1 The Role of the Sociolinguistic Context
• 3.1.1.1 The Swiss Linguistic Landscape
• 3.1.1.2 From Diglossia to Transglossia
• 3.1.1.3 Languages in the City of Biel/Bienne
• 3.1.1.4 Status of Languages of Schooling within the Filière Bilingue
• 3.1.2 Filière Bilingue (FiBi) in Biel/Bienne: A Pilot Project in a Swiss Public School
• 3.1.3 Composition of the Classes: Detailed Categories of Learners within the Filière Bilingue
• 3.2 Participants in the Study
• 3.2.1 Preliminary Remarks
• 3.2.2 Categories of Emergent Multilingual FiBi Students
• 3.3 Detailed Research Questions and Respective Hypotheses
• 3.3.1 Comparison of Oral Proficiency in the Registration Language of FiBi Cohorts 2010, 2011 and 2012
• 3.3.2 FiBi Speakers’ Oral Proficiency in Their Registration Language as Compared to Their Partner Language
• 3.3.3 Oral Proficiency of French/German Bilinguals of FiBi Compared to Other FiBi Students
• 3.4 Methodological Background
• 3.4.1 Data Collection
• 3.4.1.1 A Longitudinal Perspective
• 3.4.1.2 Sample Size for Interviews 1 to 5
• 3.4.1.3 Effective Dates and Number of Interviews
• 3.4.2 Methodology
• 3.4.2.1 Guidelines for Interviews 1 to 5
• 3.4.2.2 Construct Analysis
• 3.4.2.3 Quality Criteria
• 3.4.2.4 Limitations of the Method and Sources of Bias
• 3.4.2.4.a Identify and Reduce Sources of Content Bias
• 3.4.2.4.b Identify and Reduce Sources of Linguistic Bias
• 3.4.2.4.c Individualized Timing of Ten Interviews
• 3.4.2.4.d Language-Based Processing Measures
• 3.4.2.4.e Resource-Orientation in the Development of Interview Guidelines
• 3.4.2.5 A Mixed-Method Approach
• 3.4.2.5.a Methodological Framework for Quantitative Analysis
• 3.4.2.5.b Methodological Framework for Qualitative Analysis
• 4 Quantitative Analysis
• 4.1 Introduction
• 4.2 Results of the Quantitative Study
• 4.2.1 Comparison of Oral Proficiency in the Registration Language of FiBi Cohorts 2010, 2011 and 2012
• 4.2.2 FiBi Speakers’ Oral Proficiency in Their Registration Language as Compared to Their Partner Language
• 4.2.3 Oral Proficiency of French/German Bilinguals of FiBi Compared to Other FiBi Students
• 4.3 Discussion of the Quantitative Analysis
• 5 Qualitative Analysis
• 5.1 Introduction
• 5.2 Selected Excerpts of Interviews 4 and 5 for Qualitative Analysis
• 5.2.1 Total of Transcribed Interviews 4 and 5
• 5.2.2 Transcripts of Oral Productions of FiBi Students with French (FRL and AFRL) and German (GRL and AGRL) as a Registration Language
• 5.3 Results of the Qualitative Study
• 5.3.1 Translanguaging to Mediate Understandings
• 5.3.1.1 Translanguaging to Mediate Understandings in Creative Ways
• 5.3.1.2 How Do You Say…?
• 5.3.1.3 To Be Understood in spite of Inaccuracies
• 5.3.1.4 Tacit Agreement between Interviewer and Interviewee
• 5.3.2 Translanguaging to Co-Construct and Construct Meaning
• 5.3.2.1 Illustrative Examples of Polysemy to Co-Construct Meaning
• 5.3.2.2 Co-Construct Meaning by Acquiring Lexical Items
• 5.3.3 Translanguaging to Include
• 5.3.4 Translanguaging to Exclude
• 5.4 Discussion of the Qualitative Analysis
• Part Three Discussion and Future Perspectives
• 6 Major Findings and Discussion
• 6.1 Major Findings and Results
• 6.2 Limitations of the Study
• 6.3 Further Research
• 7 Pedagogical Implications and Perspectives
• 7.1 Research-Based and Practitioner-Informed Implications
• 7.2 Which Profile for a Professional Two-Way Immersion Teacher?
• 7.3 Towards a Professionalization of Two-Way Immersion Teacher Education
• Conclusion
• Appendices
• References
• List of Figures, Tables and Images
• Glossary
• Index
• Autobiographical Note: Melanie Buser, PhD